April 15, 2014
(Last update: 03/25/14)
Handouts of the Graduate Faculty
Council
Revised proposal to enable students in “Research-only” mode to take courses at a reduced
rate
Background: In February 2013, Peter Moran (Materials Science) presented a proposal whose
goal was to enable students in what is now termed “research-only mode” to take a limited
number of classes. The proposal and its rationale may be found in the Handouts for March 2013
in the GFC archive. The original proposal suggested that the costs for registering for these
courses be spread over the entire pool of “research-only mode” students by increasing the cost
per term of this mode by $50. While there was support for the idea of enabling students to take
courses even once they are focusing primarily on their research, there was dissatisfaction with
the idea of having all students pay for the actions taken by only some students. Alternative
suggestions were also viewed as not being “revenue neutral”. In September 2013, a
subcommittee was charged with reviewing the proposal and searching for an approach that is
both equitable and “revenue neutral”. This subcommittee met, and proffers the revised
procedure described below.
Current situation: Graduate students who have passed all required course work and (doctoral
students only) who have passed their qualifying exam and proposal defense are eligible to enroll
in “research-only mode”. This tuition category allows them to enroll full time (9 credits) but pay
1/3 the standard tuition rate for those 9 credits (i.e., pay for the equivalent of 3 credits at the
standard rate). If they wish to take courses, they can either exit research-only mode and pay the
standard tuition rate for all credits (research and courses) or remain in research-only mode
(paying for 3 credits) and take additional credits for the standard rate. If a student took the latter
route and enrolled in one 3-credit course, they would pay for the equivalent of 6 credits at the
standard rate.
Revised proposal: In addition to the above “research-only mode”, an additional mode would be
created that would enable graduate students who have passed all required course work and
(doctoral students only) who have passed their qualifying exam and proposal defense to enroll in
“research-intensive mode” for up to two terms. In this mode, students would register for six (6)
credits of research at 1/3 the standard tuition rate and three (3) course credits at the standard
tuition rate (i.e., pay for the equivalent of 5 credits at the standard tuition rate). Compared to the
present situation, this scheme reduces by 1/6 the cost to the student/researcher for taking up to
six credits of courses. The revenue-neutrality of this scheme can only be assessed once it is
known how the number of students eligible for research-only mode but who take courses is
changed. (If that number does not change, the scheme would cost the university; if the number
increases sufficiently, the university could generate additional revenue). Accordingly, we
suggest that the plan be evaluated after two years to assess the revenue impacts as well as the
degree to which the plan satisfies the desire for advanced graduate students to enroll in courses
without a cost penalty.
Minutes from previous discussions are available below.
Data summary
Data based on 134 PhD students in Research Only Mode (ROM) as of January 23, 2014. As of
that date, no MS students are in ROM.
Table 1. Students in ROM by school or college.
School or College
Number
College of Engineering
73
College of Sciences and Arts
39
Non-departmental programs
15
School of Forest Resources and Environmental Science
7
Table 2. Students in ROM by program.
Graduate Program
Number
Atmospheric Sciences
5
Biochemistry and Molecular Biology
1
Biological Sciences
2
Biomedical Engineering
7
Chemical Engineering
18
Chemistry
8
Civil Engineering
6
Computer Science
7
Electrical Engineering
8
Engineering Physics
4
Environmental and Energy Policy
2
Environmental Engineering
9
Forest Molecular Genetics and Biotechnology
1
Forest Science
6
Geological Engineering
1
Geology
6
Industrial Heritage and Archaeology
1
Materials Science and Engineering
11
Mathematical Sciences
1
Mechanical Engineering-Engineering Mechanics
16
Physics
7
Rhetoric and Technical Communication
7
Table 3. Terms enrolled and credits attempted statistics.
Minimum Maximum Median
Total number of terms enrolled
3
24
10
Number of terms prior to ROM
2
19
8
Terms in ROM (through fall 2008)
0
9
1
Total number of credits attempted
27
165
75.5
Credits attempted before ROM
18
130
57
Credits attempted in ROM
0
65
9.5
Mean
10.4
8.2
2.2
75.3
58.4
17.0
ROM – Data summary
January 30, 2014
Page 2 of 3
St. Dev.
3.7
3.4
2.1
24.5
23.2
15.2
35
Number of Students
30
25
20
15
10
5
0
1-2
3-4
5-6
7-8
9-10
11-12 13-14 15-16
Number of Semesters Prior to Entering ROM
17-18
19-20
Figure 1. Histogram of the number of semesters students were enrolled prior to entering ROM.
ROM – Data summary
Page 3 of 3
January 30, 2014
Graduate Program Review
I.
Purpose
Michigan Technological University conducts formal review of its graduate programs on a regular
schedule in order to promote continual improvement. The University Procedure for Periodic Review of
Academic Departments and Schools is available on the Provost’s website at:
http://www.admin.mtu.edu/admin/prov/PERIODIC%20PROGRAM%20REVIEW%20PROCEDURES.htm
II. Review Cycle
Each program, or set of programs in a related field that choose to be reviewed as a group, will be
formally reviewed according to the schedule in the Procedure for Periodic Review of Academic
Departments and Schools.
III. Responsibility and Locus of the Review
Reviews are initiated by the Provost as described in the Procedure for Periodic Review of Academic
Departments and Schools.
IV. Schedule
The schedule for the review is the same as that described in the Procedure for Periodic Review of
Academic Departments and Schools.
V. The Self-Study
The self study will be conducted and include the components described in the Procedure for Periodic
Review of Academic Departments and Schools. The data related to graduate education to be collected as
part of the self-study are listed in Appendix A of this report, Self-Study Guidelines. During the fall
semester of the review year the Graduate School will provide the programs being reviewed with most of
the quantitative data required for the Self-Study of graduate programs.
VI. External Reviewers
See Procedure for Periodic Review of Academic Departments and Schools.
VII. Internal Reviewer
See Procedure for Periodic Review of Academic Departments and Schools.
VIII. Review Summary Report
See Procedure for Periodic Review of Academic Departments and Schools.
IX. Dean’s Evaluation
See Procedure for Periodic Review of Academic Departments and Schools.
X.
Provost’s Report
See Procedure for Periodic Review of Academic Departments and Schools.
XI. History of Revisions or Changes
• 09/03/10 Draft document prepared by dean of the Graduate School reviewed by a
subcommittee of the Graduate Faculty Council.
• 10/15/10 Revised according to Graduate Faculty Council subcommittee comments.
• 10/21/10 Revised to follow format of Procedure for Periodic Review of Academic
Departments and Schools.
Appendix A: Self-Study Guidelines for Graduate Program Periodic Review
These guidelines should be reviewed annual by the Graduate Dean and programs which have been recently reviewed so that they can be
continually revised and improved.
I.
Quantitative Data Collected by the Graduate School
Data collected by the Graduate School and provided to programs at the start of the self-study period. The “goal” column will be filled in by the
unit preparing the self-study if the unit chooses to use that column to set goals for itself as a way to internally prioritize resource and effort
allocation in the future.
Program Name(s): ______________________________________________________________________
Table 1: Number of Graduate Faculty Employed by Michigan Tech by Rank and Year: Headcount and (FTE). (Use parentheses to indicate FTE
data.)
Year 5
Year 5 + 5
Year 1
Year 2
Year 3
Year 4
20XX
20XX
20XX
20XX
20XX
20XX
Rank
(Final)
(Goal)
Full Professor
Associate Professor
Assistant Professor
Instructor
Lecturer
Research Professor
Research Engineer
Other Rank
Table 2: Faculty Demographics.
Demographic Percentages
% Female Faculty
% White Non-Hispanic Faculty
% Asian-American Faculty
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
Table 3: Faculty Scholarly Activity by Year.
Measure
Peer-Reviewed Publications/FTEF
Citations/FTEF
% Faculty (Headcount) with Grants
Table 4: Faculty Involvement in Graduate Education.
Number of Faculty
Serving as PhD Advisor
Serving as Master’s Advisor
Serving on PhD Committees
Serving on Master’s Committees
Table 5: Applications and Admissions.
Number
Applications
Admits without Funding Offers
Admits with Funding Offers
Number
Enrolled without Funding Offers
Enrolled with Funding Offers
Number of New PhD Students Entering without a Master’s
Number of New PhD Students Entering with a Master’s
Number of PhD Students that Converted from a Master’s
Program
Number of PhD Students Leaving the Program*
Number of Master’s Students Converted from a PhD Program
Number of Master’s Students Leaving the Program*
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
*Students leaving the program are defined as those who have failed to comply with the continuous enrollment policy for at least two of the most recent
academic-year semesters. Date of attrition should be first semester following last enrollment.
Table 6: Entering Class.
Characteristic
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
Average Verbal GRE Score
Average Quantitative GRE Score
Average Analytical GRE Score
Average Undergraduate GPA
Undergraduate or Previous Graduate Institution(s) (List)
Table 7: Student Demographics.
Demographic Percentages
% Female PhD Students
% White Non-Hispanic PhD Students
% Asian-American PhD Students
% Female Master’s Students
Demographic Percentages
% White Non-Hispanic Master’s Students
% Asian-American Master’s Students
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
Table 8: Graduate Student Degree Completion Progress. In each cell indicate total number and percent female, domestic, and non-White/nonHispanic.
Year 5
Year 5 + 5
Year 1
Year 2
Year 3
Year 4
20XX
20XX
20XX
20XX
20XX
20XX
Number
(Final)
(Goal)
PhD Students Enrolled
PhD Graduates
Minimum / Maximum / Average Time to Comprehensive Exam
(Subject-Area) for PhD Graduates During Year Indicated
Minimum / Maximum and Average Time to Qualifying Exam
(Research Proposal) for PhD Graduates During Year Indicated
Minimum / Maximum and Average Time to Degree for PhD
Graduates During Year Indicated
Research Master’s Students Enrolled (Plan A or B)
Research Master’s Students Graduated (Plan A or B)
Minimum / Maximum and Average Time to Degree for Research
Master’s Graduates During Year Indicated (Plan A or B)
Professional Focus Master’s Students Enrolled (Plan C or D)
Professional Focus Master’s Students Graduated (Plan C or D)
Minimum / Maximum and Average Time to Degree for
Professional Focus Master’s Graduates During Year Indicated
(Plan C or D)
Table 9: Graduate Student Funding. In each cell indicate total number and % supported by internal and external funds (Internal = GTA, GA, GTI,
FELI; External = GRA, FELE).
Year 5
Year 5 + 5
Year 1
Year 2
Year 3
Year 4
20XX
20XX
20XX
20XX
20XX
20XX
Number
(Final)
(Goal)
1st Year PhD Students Receiving Funding
2nd-4th Year PhD Students Receiving Funding
5th Year PhD Students Receiving Funding
>5 Years PhD Students Receiving Funding
1st Year Research Master’s Students Receiving Funding
2nd Year Research Master’s Students Receiving Funding
>2 Years Research Master’s Students Receiving Funding
Professional Focus Master’s Students Receiving Funding
II. Quantitative Data Collected by the Program(s).
Additional data must be provided by the program(s). Goals will be identified by the units preparing the self-study report. The “goal” column will
be filled in by the unit preparing the self-study if the unit chooses to use that column to set goals for itself as a way to internally prioritize
resource and effort allocation in the future.
Program Name(s): ______________________________________________________________________
Table 10: Research Involving Graduate Students.
Number
Peer-Reviewed Publications with PhD Student as First Author
Peer-Reviewed Publications with PhD Student as Coauthor
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
Number
Peer-Reviewed Publications with Research Master’s Student as
First Author
Peer-Reviewed Publications with Research Master’s Student as
Coauthor
Oral / Poster Presentations at Professional Meetings by PhD
Students
Oral / Poster Presentations at Professional Meetings by Master’s
Students
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
Table 11: Teaching Experiences for Graduate Students.
Number
GTA/GTI Duty Required for PhD Students? (Yes, No)
Average Number of Laboratory or Recitation Sections Taught per
Semester by PhD Students
Average Number of Lecture Sections Taught per Semester by PhD
Students
GTA/GTI Duty Required for Master’s Students? (Yes, No)
Average Number of Laboratory or Recitation Sections Taught per
Semester by Master’s Students
Average Number of Lecture Sections Taught per Semester by
Master’s Students
Table 12: Post-Graduation Activities.
Number of Indicated Type of Student (PhD or MS) Graduating in
Indicated Year
PhD Students Going Directly to Tenure-Track Positions
PhD Students Going Directly to Post-Doc Positions
Number of Indicated Type of Student (PhD or MS) Graduating in
Indicated Year
PhD Students Going Directly to Position in Industry
PhD Students Going Directly to Position in Government
PhD Students with no Positions
Master’s Students Going Directly to a PhD Program
Master’s Students Going Directly to Post-Secondary Education
Positions
Master’s Students Going Directly to Position in Industry
Master’s Students Going Directly to Position in Government
Master’s Students with no Position
Year 1
20XX
Year 2
20XX
Year 3
20XX
Year 4
20XX
Year 5
20XX
(Final)
Year 5 + 5
20XX
(Goal)
III. Qualitative Data Collected by the Program(s)
Surveys will be administered to volunteer students (current and former) online. Responses will be returned to the Graduate School where they
will be aggregated into two groups (current students/former students) and provided to the program. The identity of the respondents will be kept
confidential.
A. Questions for Current Students:
1. Was Michigan Tech your first choice for graduate school? If not, what was your first choice?
2. Are you PhD or master’s student? If master’s, do you plan to write a thesis?
3. Are you planning to earn a certificate as well as your degree?
4. Are you planning to earn more than one degree (e.g., master’s and PhD or master’s in more than one field)?
5. What were you doing before graduate school? If at University, which one?
6. While a graduate student have you traveled to a conference? If so, did you give an oral or poster presentation? If so, how was the
trip paid for?
7. Have you had a paper published in a peer-reviewed journal or equivalent? If so, were you the first author?
8. Have you written a proposal for external or internal funding (e.g., for fellowship, research grant, or other)?
9. Have you had financial support? If so, of what type? If so, how many hours on average did you work per week? If a TA, were you
given training or support for teaching?
10. What are your primary and secondary career goals?
11. Have you had an internship or co-op position?
12. Were your graduate program’s goals for its students clear to you before you came to Michigan Tech?
13. Are you a peer mentor?
14. Are your colleagues (other graduate students) supportive of one another?
15. Are there opportunities for social interactions with the other graduate students in your program?
16. Are there opportunities for social interactions with faculty and staff?
17. Do you have an advisor?
18. Do you have a faculty or staff member mentor who is not also your advisor?
19. Is your progress in graduate school formally reviewed with you at least one time per year? If so, who communicates with you about
the review (e.g., department chair, graduate program director, or advisor)?
20. Are you encouraged to interact with faculty and/or students outside of your home department?
21. Are you encouraged to take courses outside of your home department?
22. Have you identified your external committee member? If so, in what year of your graduate program did you add this person to your
committee?
Please rate the following for the overall program (Likert Scale of 1-5: outstanding, good, average, poor, very poor)
1.
2.
3.
4.
5.
6.
7.
Teaching by faculty
Scholarly activity of faculty
Curriculum (courses) offered
Research conducted by graduate students
Advising of graduate researchers
Program quality
Computer resources
8.
9.
10.
11.
Laboratories or studios
Graduate student offices/workspaces
Scholarly interactions with peers
Social interactions
Please rate the following for the University overall (Likert Scale of 1-5: outstanding, good, average, poor, very poor, N/A)
1.
2.
3.
4.
5.
6.
7.
8.
Library
On-campus housing
Off-campus housing
Healthcare
Health insurance
Childcare
Social interaction spaces
Recreational/athletic activities
B. Questions for Former Students:
1. Were you PhD or master’s student? If master’s, did you write a thesis?
2. Did you earn a certificate as well as a degree?
3. Did you earn more than one graduate degree at Michigan Tech (e.g., master’s and PhD or master’s in more than one field)?
4. What are you doing professionally at this time?
5. Do you feel your graduate education at Michigan Tech prepared you well for your career?
6. Would you recommend Michigan Tech to prospective graduate students in your field?
Please rate how well you feel your program prepared you to: (Likert Scale of 1-5: very well, well, average, poorly, very poorly)
1.
2.
3.
4.
Make oral presentations.
Prepare written reports.
Write proposals for resources.
Think critically about technical issues in your field.
5.
6.
7.
8.
Learn material on your own.
Manage your time.
Supervise others.
Think “outside the box.”
Do you have any suggestions on how the graduate program in which you completed your degree might be improved?
IV. Other Narrative Information
Suggested types of other information that program may wish to address in the self-study of its graduate programs are listed below.
1. Program Goals: What are the goals for the program(s)? (For example, at the PhD level is the intent to produce researchers in a particular
area of the discipline? Is the goal to produce future faculty? Is the goal to produce researchers for industry? At the master’s level is the
goal to emphasize research or professional preparation?)
2. Alignment: How do the programmatic goals align with the University Strategic Plan?
3. Resources: How are resources (money, space, faculty and staff time) allocated in support of the goals?
4. Innovative Practices: Are some practices being employed that are particularly effective or promising? (For example, REU-based
recruiting, peer-mentoring, TA-training/support, proposal preparation training, career preparation training, awards for outstanding
achievements, travel support for meetings, departmental-level grievance process, formal annual review of graduate students, etc.).
5. Points of Pride: Notable achievements, recognitions, etc.
6. Collaboration: Describe new or existing collaborations. These may be international, interdisciplinary, multi-university, etc.
7. Challenges: What challenges exist that may make it difficult to reach the goals?
8. New Initiatives: Are any new initiatives currently planned?
REVIEW OF GRADUATE FACULTY
From New England Association of Schools and Colleges (NEASC) accreditation
standard 4.23 (emphasis added):
Institutions offering graduate degrees have an adequate staff of full-time faculty in areas
appropriate to the degree offered. Faculty responsible for graduate programs are
sufficient by credentials, experience, number, and time commitment for the successful
accomplishment of program objectives and program improvement. The scholarly
expectations of faculty exceed those expected for faculty working at the
undergraduate level. Research-oriented graduate programs have a preponderance of
active research scholars on their faculties. Professionally-oriented programs include
faculty who are experienced professionals making scholarly contributions to the
development of the field.
1.5.3 Graduate Faculty Status I Tenured/Tenure-Track Faculty Handbook
•
Page 1of3
Students
Current
ITnaergraduate
Graduate
International
Tenured/Tenure-Track Faculty Handbook
Chapter Table of Contents : : Table of Contents : : Index : : Provost's Office
Chapter 1. Mission, Vision, General Organization, and Governance
Section 1.5 Faculty Status Definitions
<<previous:: next>>
1.5.3 Graduate Faculty Status
A. Membership
The Graduate Faculty consists of tenured and tenure-track members of the academic
faculty holding the rank of ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, or
PROFESSOR who have been appointed by the Dean of the Graduate School. Tenured
and tenure-track faculty who are awarded EMERITUS status upon retirement remain
members of the Graduate Faculty.
The Dean of the Graduate School may also grant graduate faculty status to others with an
on-going professional relationship with Michigan Tech, including RESEARCH, PARTTIME, VISITING, or ADJUNCT faculty members, LECTURERS and INSTRUCTORS,
RESEARCH ENGINEERS, and RESEARCH SCIENTISTS.
Under special circumstances, the graduate dean may appoint individuals with special
technical expertise to the Graduate Faculty for a specific term and purpose, such as
serving as a member of a student's advisory committee.
Graduate faculty members are eligible to teach graduate courses (5000 level and above),
serve as examining members on Masters and PhD committees, and supervise Masters and
PhD students.
Persons who are not members of the Graduate Faculty may teach 5000 and 6000 level
courses only after obtaining written approval from the Dean of the Graduate School.
B. Qualifications of Graduate Faculty
1. Qualifications expected for graduate faculty appointment:
a. Experience and continued interest in the conduct of research.
b. The necessary backgr01md for, and a continued interest in, teaching graduate
courses.
c. Continued interest in serving as a graduate student advisor.
2. Evidence of Qualifications
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1.5.3 Graduate Faculty Status\ Tenured/Tenure-Track Faculty Handbook
Page 2of3
Faculty may meet the qualification requirements if they:
a. Are currently involved in research work or graduate instruction or in advising
graduate students.
b. Regularly publish articles in recognized journals having national distribution or
books related to their field of study.
c. Have earned the terminal degree in their field.
C. Appointment Procedures
Graduate Faculty appointment and retention decisions are made by the Dean of the
Graduate School with recommendations and advice from department chairs, deans of
colleges and schools, and the Graduate Faculty Council.
Recommendation for Graduate Faculty status is made in writing by the department chair
of the appropriate academic unit or by the dean of the appropriate School. These
recommendations are forwarded to the college dean, where appropriate, and then to the
Graduate Dean.
D. Review of Graduate Faculty
It is expected that department chairs/school deans will continually review the
performance of all individuals holding graduate faculty status in their respective units
using criteria outlined in Section B above.
When, in a department chair/school dean's professional judegment, a faculty member
holding a graduate faculty appointment is no longer satisfactorily :functioning in this
capacity, s/he must recommend that the individual in question be removed from graduate
faculty status. The Dean of the Graduate School may also initiate the removal process in
consultation with the appropriate chair/dean. The Dean of the Graduate School will act on
recommendations with the advice and consent of the Graduate Faculty Council.
<< previous :: top :: next>>
Chapter Table of Contents .. Table of Contents · · Index . . Provost's Home Page · · Michigan Tech Home
Revised:
02/06/2014 - Updated Michigan Tech and Handbook banners, no changes made to content.
01/29/2014 - Updated Michigan Tech banner, no changes made to content.
01/08/2014 - 2013 Annual Review: Item C, second paragraph read" .... appropriate academic unit
or by the deans of the appropriate School" now reads " .... appropriate academic unit or by the dean of the
appropriate School"; and Item D, the last sentence in the second paragraph read " .... with the advice
and consent of the Graduate Council" now reads " .... with the advice and consent of the Graduate Faculty Council."
03/12/2013 - 2012 Annual Review: The first and second paragraphs read: "The Graduate Faculty
consists of members of the academic faculty holding the rank of ASSISTANT PROFESSOR, ASSOCIATE
PROFESSOR, or PROFESSOR who have been appointed by the Dean of the Graduate School.
The Dean of the Graduate School may also grant graduate faculty status to LECTURER, ADJUNCT
and EMERITUS faculty and faculty holding a rank with a prefix of VISillNG, but these appointments
are for one year and must be reviewed and reappointed on an annual basis." now reads:
"The Graduate Faculty consists of tenured and tenure-track members of the academic faculty
holding the rank of ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, or PROFESSOR who have been appointed
by the Dean of the Graduate School. Tenured and tenure-track faculty who are awarded EMERITUS
status upon retirement remain members of the Graduate Faculty. The Dean of the Graduate
School may also grant graduate faculty status to others with an on-going professional relationship
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1.5.3 Graduate Faculty Status I Tenured/Tenure-Track Faculty Handbook
Page 3of3
with Michigan Tech, including RESEARCH, PART-TIME, VISillNG, or ADJUNCT faculty members,
LECTURERS and INSTRUCTORS, RESEARCH ENGINEERS, and RESEARCH SCIENTISTS." the fourth paragraph
read "(500 level and above)" and now reads (5000 level and above)". Also added the fifth paragraph:
"Persons who are not members of the Graduate Faculty may teach 5000 and 6000 level courses
only after obtaining written approval from the Dean of the Graduate School."
The first paragraph In item C. read:" ... and the Graduate Council" and now reads:" ... and the
Graduate Faculty Council"
05/02/2011 - 2010 Annual Review: In Item C. the sentence "Recommendation for Graduate Faculty
status is made in writing by the department chair of the appropriate academic unit or by
the deans of the Schools of Business and Forestry" now reads "Recommendation for Graduate
Faculty status Is made in writing by the department chair of the appropriate academic unit
or by the deans of the appropriate School."
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Copyright© 2014. Michigan Technological University. All Rights Reserved.
Address questions to: hbwebmaster·@mtu.edu.
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Graduate Assistant Cost Share (GACS)
Michigan Tech’s Graduate School is able to provide cost share for proposals authored by members of the graduate
faculty and submitted through Michigan Tech according to the following guidelines.
General Guidelines
GACS support will only be made available to support graduate students pursuing the highest degree awarded by a
particular program. For example, if a graduate program offers a PhD degree in addition to an MS degree, GACS
support will only be made available to support students pursuing the PhD degree.
Once Michigan Tech’s commitment of graduate student support is disclosed in a proposal budget as cost share,
Michigan Tech becomes contractually obligated at that level of support if the project is awarded. PIs and academic
unit leaders must understand that the dollars committed by the Graduate School for graduate student support
must be used to support graduate students. If a PI is unable to use GACS funding to support graduate students,
the contractual obligation for cost share will have to be met using other funds (e.g., departmental or incentive
account funds).
PIs who encounter difficulties in using GACS support should contact the Graduate School to renegotiate their costshare agreement in a timely manner. PIs who fail to use graduate student funds in an appropriate way will not be
eligible to receive GACS support in the future.
Contact Person
The Sponsored Programs Office can answer routine questions about budgets and assist PIs in the preparation of
budgets that will include GACS support. The Graduate School finance coordinator (currently Bonnie Gagnon) will
be the primary Graduate School contact person for the GACS program.
Commitment Guidelines
When cost share is mandatory
GACS support will be available.
•
•
•
The Graduate School will provide up to a maximum of 50 percent of the total required cost-share. For
example, if the total cost of a project will be $50k and a 1:1 match is required from Michigan Tech ($25k),
the Graduate School will commit up to a maximum of $12.5k in cost share (50 percent of the total
required cost share).
GACS support can only be used for tuition. External funding must be secured from the sponsor to provide
the stipend for the student, as well as the remainder of the tuition.
Cost-share support will be capped at the equivalent of the cost of nine credits of tuition (at the current
rate) for a maximum of two students for a maximum of two academic-year semesters per project year. No
incremental increases for multiple year budgets will be included.
Support for large or strategic proposals
•
GACS support may be available for large proposals (>$500k/year) that involve investigators from multiple
units on campus and contribute significantly to the University’s mission.
•
GACS support may also be available for proposals that reinforce strategic initiatives (e.g., the National
Science Foundation CAREER program).
In both of these situations, requests for GACS will be considered on an individual basis by the dean of the
Graduate School. Requests for GACS should be submitted through the Graduate School finance coordinator
(currently Bonnie Gagnon).
Graduate Assistant Cost Share (GACS)
Michigan Tech’s Graduate School is able to provide cost share for proposals authored by members of the graduate
for tenure track faculty and submitted through Michigan Tech only according to the following guidelines.
General Guidelines
GACS support will only be made available to support graduate students pursuing the highest degree awarded by a
particular program. For example, if a graduate program offers a PhD degree in addition to an MS degree, GACS
support will only be made available to support students pursuing the PhD degree.
Once Michigan Tech’s commitment of graduate student support is disclosed in a proposal budget as cost share,
Michigan Tech becomes contractually obligated at that level of support if the project is awarded. PIs and academic
unit leaders must understand that the dollars committed by the Graduate School for graduate student support
must be used to support graduate students. If a PI is unable to use GACS funding to support graduate students,
the contractual obligation for cost share will have to be met using other funds (e.g., departmental or incentive
account funds).
PIs who encounter difficulties in using GACS support should contact the Graduate School to renegotiate their costshare agreement in a timely manner. PIs who fail to use graduate student funds in an appropriate way will not be
eligible to receive GACS support in the future.
Guidelines for Central Administration of GACS Support
Whenever standard GACS support is committed at the proposal stage, the Sponsored Programs Office is
responsible for approving standard cost-share commitments and entering cost-share commitments into Banner.
GACS support will be held in a cost-share account that will be separate from the account containing the external
sponsor’s dollars.
Contact Person
The Sponsored Programs Office can answer routine questions about budgets and assist PIs in the preparation of
budgets that will include GACS support. The Graduate School finance coordinator (currently Bonnie Gagnon) will
be the primary Graduate School contact person for the GACS program.
Commitment Guidelines
When cost share is mandatory
o
o
o
•
GACS support will be available.
The Graduate School will provide up to a maximum of 50 percent of the total required cost-share. For example, if
the total cost of a project will be $50k and a 1:1 match is required from Michigan Tech ($25k), the Graduate School
will commit up to a maximum of $12.5k in cost share (50 percent of the total required cost share).
GACS support can only be used for tuition. External funding must be secured from the sponsor to provide the
stipend for the student, as well as the remainder of the tuition.
Cost-share support will be capped at the equivalent of the cost of nine credits of tuition (at the current rate) per
student (for a maximum of two students) for a maximum of two academic-year semesters per project year. per
semester for academic year (two semesters) tuition at the time the proposal is submitted. No incremental
increases for multiple year budgets will be included.
•
o
o
o
When cost share is not mandatory (voluntary uncommitted)
GACS support will be available for assistant professors. The Graduate School will provide partial funding for one
graduate student per budget year on proposals submitted by an assistant professor serving as lead PI.
GACS support can only be used for tuition. External funding must be secured from the sponsor to provide the
stipend for the student, as well as the remainder of the tuition.
Cost-share support will be capped at the equivalent of the cost of nine credits of academic year tuition (two
semesters) at the time the proposal is submitted. No incremental increases for multiple year budgets will be
included.
Documentation of the dollar amount of the GACS commitment will not be disclosed in the budget justification
section of the proposal.
Support for large or strategic proposals
GACS support may be available for large proposals (>$500k/year) that involve investigators from multiple units on
campusare interdisciplinary, multidisciplinary, or and contribute significantly to the University’s mission.
GACS support may also be available for proposals that reinforce strategic initiatives (e.g., the National Science
Foundation CAREER program).
In both of these situations, requests for GACS These proposals will be considered on an individual basis by the
dean of the Graduate School. Requests for GACS should be submitted through the Graduate School finance
coordinator (currently Bonnie Gagnon).